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1.
This article considers the role of adult-child interaction in the communication development of children under two. It specifically investigates the situation of a family with twins, where it may be more difficult to undertake sustained, supportive interactions with two children at the same time. The study identifies strategies used by the family to support the children's language development and suggests that these could be used in care settings where early years practitioners may be working with under twos in small group contexts.  相似文献   

2.
In this paper we describe the use of peer learning teams creating annotated video-based portfolios to improve the quality of teacher–child interactions of undergraduate majors in early childhood and family studies. We used the intentional teaching framework (Hamre et al. in Handbook of early education. Guilford Publications, New York, 2012a) to create a course that moved students through the process of “knowing,” “seeing,” “doing,” and “reflecting & improving.” Forty-four undergraduate early childhood students formed eleven peer learning teams of four. We started the course by teaching the teacher–child interaction skills that are considered to be high-quality and linked to positive child outcomes (knowing). After learning to reliably identify (seeing) high quality instruction using the Classroom Assessment Scoring System, the students created video portfolios featuring their own adult-child interactions (doing). These portfolios, featuring short salient examples of six different dimensions of quality instruction, were posted to a website and shared with their peer learning team. Each team member then commented on the extent to which she or he believed the students’ example was high quality. The portfolios and the peer coaching learning team (PCLT) process have improved our ability to document change in interactions as well as the students’ abilities to see their own growth (reflecting & improving). Further, it allows us to tighten the connection between course content and practical application as well as providing us with an alternative to on-site supervision of practicum students, which can be challenging due to budget constraints. Finally, we hope that sharing this activity will encourage others to integrate video-based technology into their coursework as a means to demonstrate positive change in students’ learning.  相似文献   

3.
The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used.  相似文献   

4.
Participants (N = 141) rated videotaped dyadic adult-child interactions on dimensions of quality. Participants who were informed that they were viewing mother-child dyads rated the quality of interactions differently than participants who believed they were watching unrelated care provider-child dyads. “Mothers” were judged more harshly than “providers” in the bad and mixed quality segments but not in the good quality segments. Questionnaires completed by the participants revealed that participants' sex and own child care experiences influenced attitudes toward child care and maternal employment but did not influence quality ratings. Potential explanations for the biases in quality attribution to maternal and non-maternal care providers and the possible invalidity of attitude questionnaires in the detection of these biases are discussed.  相似文献   

5.
The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.  相似文献   

6.
This study examined the role of social goals in shaping children's in vivo emotional responses during a challenging dyadic peer interaction. In all, 132 children (Mage = 9.46 years, SD = 0.33; 50% girls; 72% White) participated in a dyadic social challenge (conflict-of-interest situation) and reported their social goals and emotions during the task, and observers coded child emotions and dyad negativity. Mastery goals predicted more positive emotions unless interactions were highly negative. Performance-avoidance goals predicted more negative emotions, particularly in the context of negative interactions and disappointing outcomes. Performance-approach goals predicted less negative displayed emotions but more negative self-reported emotions. Findings provide novel insights into how context-specific social goals contribute to affective social competence during peer interactions.  相似文献   

7.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills.  相似文献   

8.
《Infancia y Aprendizaje》2013,36(69-70):141-155
Abstract

This study examined whether the purpose of an interaction influences the process and outcome of adult-child planning. Planning interactions of 40 mothers and their 3;6 to 5;6 years-old children, who were either told prior to the interaction or not of subsequent independent planning by the child, were compared. Results indicate that when dyads were aware of the later independent planning, mothers and children shared more responsibility than when dyads were not aware. Older children who planned in dyads that were aware of the later independent trial planned more in advance when planning alone that older children who planned in dyads that were not aware of the later independent trial or younger children in either Awareness condition. These patterns suggest that the puspose of adult-child interaction, in conjunction with child-age, are important influences on how joint problem-solving unfolds  相似文献   

9.
《Child abuse & neglect》2014,38(10):1599-1606
This study examined how victimizations by either a sibling or peer are linked to each other and to mental health in childhood and adolescence. The data were from the National Survey of Children's Exposure to Violence which includes a sample of children aged 3–9 (N = 1,536) and adolescents aged 10–17 (N = 1,523) gathered through telephone interviews. An adult caregiver (usually a parent) provided the information for children while self-reports were employed for adolescents. Fifteen percent of each age group reported victimization by both a sibling and peer. Victimization by a sibling alone was more common in childhood than adolescence. Victimization by a sibling was predictive of peer victimization. Children and adolescents victimized by both a sibling and peer reported the greatest mental distress. This work establishes that for some children and adolescents, victimization at the hands of other juveniles happens both at home and school. Programs should consider the role of siblings and target parents and siblings to encourage the development and maintenance of constructive sibling interactions.  相似文献   

10.
This study investigates student interactions in a blog-based learning community in a university course. In addition, this study explores the dynamics of group interactions in individual blog-based environments compared with collaborative wiki-based educational activities. A learning community of 56 graduate students wrote individual blogs and weekly group summaries using a wiki environment. The posts were analyzed by identifying a post content type and explicit feedback promotions, and by counting the number of the blogger's own comments and the number of others’ comments per post, received from peers studying in the same versus the other offline group. The results show that choosing the appropriate type of post content (i.e., sharing experiences rather than providing information, explicitly calling for feedback, and providing the blogger's own comments) augments peer interaction in a blog environment, thus explaining 51.4% of variance in peer comments. Group interactions through comments in individual blogs, without the possibility of changing one another's content, seem to be non-intrusive and prompt interactions with offline as well as with online peers. In contrast, actual editing of texts through multi-authored collaborative wikis remained affected by student offline former acquaintance. The results are discussed in terms of social interactions and pedagogical beliefs.  相似文献   

11.
This study examined the effects of question prompts and peer interactions in scaffolding undergraduate students’ problem-solving processes in an ill-structured task in problem representation, developing solutions, making justifications, and monitoring and evaluating. A quasi-experimental study, supplemented by multiple-case studies, was conducted to investigate both the outcomes and the processes of student problem-solving performance. The quantitative outcomes revealed that question prompts had significantly positive effects on student problem-solving performance but peer interactions did not show significant effects. The qualitative findings, however, did indicate some positive effects of peer interactions in facilitating cognitive thinking and metacognitive skills. The study suggests that the peer interaction process itself must be guided and monitored with various strategies, including question prompts, in order to maximize its benefits.  相似文献   

12.
Current research on adult-child interaction has stressed the importance of some conversational tactics for the development of communicative competence in children. The conversational device used in the presence of ambiguity and incomprehension is the clarification request (CR), an interrogative utterance by which the speaker asks for explanation, confirmation or repetition of an utterance previously produced by the listener, but which has not been perfectly understood. In this research we analyzed several aspects of nursery school teachers use of the clarification request with children of three different age groups (10–17 months; 21–26 months and 28–37 months). Using audio-recordings of naturally occurring teacher-child interactions, the following features were analyzed: 1) the quantitative distribution of CRs in teacher’s language according to the children’s age; 2) the form of the CRs; 3) their function; 4) the conversational sequences containing CRs. The results suggest that the teacher’s use of CRs is guided by their knowledge and evaluation of the children’s developing communicative competence. The distribution of CRs in the various forms and function that we indentified seem to follow the same general path isolated in the previous studies, collected in a different language and culture, suggesting that the CRs may be a constant feature of adult-child interaction.  相似文献   

13.
This study explores the effects of Electronic Peer‐Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self‐concept in elementary students. The EPK methodology uses a well‐developed, synchronous computer‐supported, collaborative learning system to facilitate students' learning in Chinese. We first review the theoretical framework and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning face‐to‐face in a classroom setting. Students' online interactions were coded into four patterns of peer interactions: task coordination, tutor behaviour, tutee behaviour and off‐task. The online activity type significantly influenced the online peer interactions. Students in the online peer‐assisted learning group outperformed the face‐to‐face group on reading skills. Students learning online showed significant growth in self‐concept, and this was especially true for students who were passive participants. These findings demonstrate that EPK is an effective tool that can enhance elementary students' reading, as well as promote positive self‐concepts.  相似文献   

14.
This study describes the peer mentoring experience from doctoral student mentors?? point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and academic knowledge to their mentees and tried to assist them in adapting to the culture of the lab and academia. The study identified a variety of factors that influenced their attitudes and behaviors as peer mentors and concluded this system would be beneficial to the learning and development of both individual students and lab teams. The aims of this study were threefold: first, to identify the importance and necessity of peer mentoring systems as part of the experience of working in labs in graduate school; second, to ascertain which interactions and factors in the peer mentoring relationship benefitted both peer mentors and peer mentees; and third, to explore what might constitute best practices in the peer mentoring relationship.  相似文献   

15.
Recent publicity about sexual abuse may be creating unwarranted negative attitudes toward normal physical affection. In this study, 301 subjects (parents, nonparents, and early childhood professionals) rated approval of videotaped adult-child interactions. Before viewing the tape, half of the subjects read a statement about sexual abuse and the other half read about the benefits of touch. Within each group, half of the subjects were told that the videotaped adults were parents and the others thought that they were day care providers. Analysis of approval scores for touch and no-touch scenes showed that (a) when subjects are attuned to sexual abuse, they are more disapproving of affectionate touching and more approving of nonphysical interactions; (b) affection is more highly approved when it comes from a parent than from a day care provider; (c) men approve less of adultchild physical affection than women do; and (d) early childhood professionals are more approving of physical affection.  相似文献   

16.
Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students’ learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students’ investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student–student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom.  相似文献   

17.
ABSTRACT

This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment.  相似文献   

18.
This study investigated the characteristics of adult-child disputes in 10 Mandarinspeaking families in Mainland China. Naturalistic interactions between caregivers and their 2-year-old toddlers were analyzed by coding the occurrence of disputes and the disagreement strategies used by caregivers and toddlers in times of dispute. Results showed that children's most frequent disagreement strategies included direct refusals, protests, and silence. In contrast, adults seldom used silence or refusals but instead used direct positive requests, expressions of dissatisfaction, and prohibitions when disagreeing with their toddlers. Overall, the results from the present study support the notion that disputes are ways to reflect existing social structures and ways by which adults in a culture can socialize children into disagreement strategies appropriate to their roles.  相似文献   

19.
Research Findings: Early child care policy and practice are grounded in a growing understanding of the importance of the first years of life. In earlier studies, associations between child–staff ratios and peer skills yielded inconsistent findings. The current study used data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,364) to test the existence of curvilinear associations between child–staff ratios and observed peer skills at the ages of 3 and 4.5 years in order to derive optimal ratios featuring higher levels of peer skills. The findings indicated curvilinear associations between child–staff ratio during the first 3 and 4.5 years and the frequency of positive and negative peer interactions—especially positive peer interactions. Furthermore, these curvilinear associations characterized positive play with a friend at 4.5 years. Optimal child–staff ratios featuring higher levels of peer skills were somewhat lower for positive play with a friend than for the frequency of positive peer interactions. Practice or Policy: Curvilinear associations that point to an optimal value of child–staff ratio may be used to validate child care standards. Optimal child–staff ratios found in the current study coincided with recommended early care standards.  相似文献   

20.
This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on-and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on-and off-task events as well as socio-emotional negative situations.  相似文献   

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